Transcript of the Virtual Worlds Education Roundtable: October 4 2018
Topic: “Horizon Report 2018” – the report is at https://library.educause.edu/resources/2018/8/2018-nmc-horizon-report
Lightly edited for typos by Sheila Yoshikawa; photo by Sheila Yoshikawa
Sheila Yoshikawa: Hi everyone, and welcome to the Virtual Worlds Education Roundtable. We meet on Thursdays at 12 noon SLT for an hour. 8pm In UK, 3pm EST. VWER is a forum to educate and inform the community about issues that are important and relevant to education in virtual worlds. This is a public meeting, so we will be keeping and publishing a transcript.
Sheila Yoshikawa: The transcripts can be found at https://vwer.info/ The VWER continues to develop a community of educators from around the world.
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Sheila Yoshikawa: Hi anthrop
Sheila Yoshikawa: so just to repeat, here is a notecard that you will get if you click on the box on the table
Sheila Yoshikawa: it appears in a folder called VWER 4 October 2018
Beth Ghostraven: thanks Sheila
Sheila Yoshikawa: I will essentially copy some text out of the notecard
Sheila Yoshikawa: The annual Horizon report started 15 years ago. The idea is that a panel of experts interact (using a Delphi Study format) to forecast short, medium and long term trends involving technology in Higher Education.
Sheila Yoshikawa: Do people know what a Delphi study is?
Beth Ghostraven: no
Ravelli Ormstein: nope
Dodge Threebeards: no
anthrop Resident: ﺦﯨ
anthrop Resident: no
Sheila Yoshikawa: so you want a view about some expert topic, especially forecast of what might happen in the future
Sheila Yoshikawa: you start with some statements about the topic and send them out to the experts
Sheila Yoshikawa: they say the extent to which they agree with them and add new topics
Beth Ghostraven: Hi Val!
Sheila Yoshikawa: then you weed out the topics that no-one thought much of, add in the suggested ones
Beth Ghostraven: Hi Qvintvs
Sheila Yoshikawa: and ideally you keep going until your panel of experts all agree which are the important statements/forecasts
QVINTVS PETILIVS SECVNDVS (SeverusAlexander): hello all
Valibrarian Gregg: hello everyone
anthrop Resident: Hi Val
Sheila Yoshikawa: so that’s the method they use for the Horizon report, all done through discussion boards and emails, and also the experts suggest examples and readings too
Sheila Yoshikawa: so touch the box for the folder with the notecard in, I’m just introducing
Marly (Marly Milena): There have been so many about the so-called progress of technology. I wonder if anyone can accurately predict…
Sheila Yoshikawa: Anyway the horizon report has been going for about 15 years
Sheila Yoshikawa: indeed Marly,
Sheila Yoshikawa: It was started by the New Media Consortium (which was very active in Second Life in SL’s early days). They also brought out a K12 (schools) version and a Library version in recent years. The NMC went bankrupt last year, but the Horizon Report was taken over by EDUCAUSE..
Ravelli Ormstein: thank you for explaining, Miss Yoshikawa
Sheila Yoshikawa: The report ” identifies and describes the higher education trends, challenges, and developments in educational technology likely to have an impact on learning, teaching, and creative inquiry. ”
Sheila Yoshikawa: You can find it here https://library.educause.edu/resources/2018/8/2018-nmc-horizon-report
Sheila Yoshikawa: there’s a pdf to download and a summary and a recording of a webinar about it
Sheila Yoshikawa: The pdf of the report
Click to access 2018horizonreport.pdf
Sheila Yoshikawa: so in the notecard I have listed the trends
Sheila Yoshikawa: in the report you get a couple of pages on each
Sheila Yoshikawa: I will say that I think it is a flawed process in some ways
Sheila Yoshikawa: and although actually this one does chart some of the trends forecast from previous years
Sheila Yoshikawa: on the whole I am not sure it is that good at predicting!
Sheila Yoshikawa: However it is the sort of thing that senior managers and tech people might pay attention to!
Sheila Yoshikawa: and i thought it could be interesting to discuss
Sheila Yoshikawa: I mention right at the bottom of the notecard
Sheila Yoshikawa: in 2007 Horizon Report
Valibrarian Gregg: For several years, virtual worlds was an important topic in the Horizon Report- Now the terms for MIXED REALITY seem to include VR, AR and MR. VW is missing! I think most people suggest VW as a sub-category of VR.
Sheila Yoshikawa: Virtual Worlds was seen as a trend to come about in 2-3 years!
Sheila Yoshikawa: exactly Val
Valibrarian Gregg: Yet- virtual worlds are READY for use and VR really is not!
Sheila Yoshikawa: it would be interesting to do a study to see what IDEAS were running through it and what the things were CALLED
Dodge Threebeards: nods
Sheila Yoshikawa: sometimes it seems the same ideas with different jargon
Valibrarian Gregg: VR is too expensive for most people, needs research for education and gives no ability for most users to create
Ravelli Ormstein: in mass media there are two different usages of ‘VW’, in most cases the mean all kind of games, rarely they mean something like SL
Marly (Marly Milena): I don’t think the past is a good predictor of the future any more re technology
Sheila Yoshikawa: nope
Sheila Yoshikawa: So in the notecard I copied the first part of the “Mixed Reality” section in the report
Sheila Yoshikawa: “At the intersection of virtual and physical realities is an emerging environment known as mixed reality (MR), where digital and physical objects coexist. This hybrid space integrates virtual technologies into the real world so that viewers often cannot distinguish where one world begins and the other ends. MR’s virtual aspect comes from the use of devices equipped with 3D viewing technologies that seamlessly layer digital objects onto the real world. Another major MR component is the integration of augmented reality (AR), which layers
information over 3D space. A key AR characteristic is its ability to respond to user input, which offers significant potential for learning and assessment; learners can construct new understanding based on interactions with virtual objects that bring underlying data to life. Holographic devices are also being used to create MR environments, as their video displays project 3D images into a physical space.”
Ravelli Ormstein: oh, moment, give us time reading please
Sheila Yoshikawa: will do ;-)) Mixed reality is seen as a “Important Developments in Educational Technology for Higher Education”
Valibrarian Gregg: good point Marly- This reminds me of the Gartner Hype Cycle report- which put virtual worlds in the Trough of Disillusionment back in 2012. http://nwn.blogs.com/nwn/2012/08/gartner-hype-cycle-2012.html
Sheila Yoshikawa: Virtual worlds now seem in the pit of invisibility, unless you actually happen to be doing things in them
Beth Ghostraven: Lyr Lobo led an interesting discussion about VR and AR at VSTE recently; I was surprised to find that VR goggles can apparently have some long-lasting and possibly permanent side effects, and that they’re not recommended for children under 13
Sheila Yoshikawa: From the paragraph above, I am not sure what the difference is between mixed reality and augmented reality?
Ravelli Ormstein: Beth, has it to do with epilepsy?
Beth Ghostraven: Ravelli, yes, in part
ThinkererSelby Evans (Thinkerer Melville): What do we need from a viewer for education and educational research?
Minimize viewer learning time
Capability: User activity tracking.
Use secure, web-compatible exchange protocols (https)
Provide independent voice and text communication in the viewer.
Provide instructor-managed communication channels
Meet standard accessibility requirements for educational offerings.
Use a standard, widely taught, scripting language (probably JavaScript)
Provide for still and video capture. by learner, instructor, and researcher
Provide settings to configure for multiple learning styles.
Mobile device compatibility
Microlearning compatibility
Provide for for detailed record-keeping of user actions and surrounding events.
Support for individualized instruction guided by observed performance.
Comply with relevant industry specs.
Beth Ghostraven: Sheila, it sounds like they think of AR as a tool to add the layers, to be used for MR
Valibrarian Gregg: yes Beth- and research shows young children (around 5) cannot tell the difference between VR experiences and physical world experience in memories. (Yet they could in virtual worlds- I think we would agree)
Ravelli Ormstein: in the past, some computer games had such warnings, mainly because old CRT monitors were flickering a bit
Sheila Yoshikawa: For mixed reality I think you also need classroom spaces with room to move about a bit?
Sheila Yoshikawa: Which in universities is not at all a given
Beth Ghostraven: Sheila, yes, or outside of the classroom
Valibrarian Gregg: Here’s a pretty good explanation of MR https://docs.microsoft.com/en-us/windows/mixed-reality/mixed-reality
Sheila Yoshikawa: but (thinking of my uni) there are not many spaces where anything but a small group of people could safely wander
ThinkererSelby Evans (Thinkerer Melville): Do not assume that universities are buildings
Sheila Yoshikawa: also, there is athe weather
Sheila Yoshikawa: I was thinking of on-campus students, Selby
Sheila Yoshikawa: we still have more of them than distance learners
Sheila Yoshikawa: and buildings do tend to frame what we do
ThinkererSelby Evans (Thinkerer Melville): Buldings tend to limit our thinking, yes
Ravelli Ormstein: the virtual content has to follow the RL building, in size, walls and such
Beth Ghostraven: That fits in with one of the Horizon Report’s short term trends, Redesigning Learning Spaces
Marly (Marly Milena): There could be larger spaces like the gym or a courtyard that could be used for particular sessions
Sheila Yoshikawa: I speak as we are having to cope with 50% more students than was our target and trying to find classrooms that you can get them all into
Valibrarian Gregg: Microsoft calls HOLOLENS “mixed reality”– the room is calibrated to the experience
Sheila Yoshikawa: our sports areas are kind of semi privatised and we haven’t any big courtyards – sorry getting a bit specific here, but we are also a city campus, so there are things like roads!
ThinkererSelby Evans (Thinkerer Melville): Cybalounge is accommodating a class of 400 students with no building at all
Dodge Threebeards: My experience is that these technologies go through a predictable trajectory. Early on there is a lot of interest and hype, but mainly by people who are not actually using them with students to completed graded activities. Then there is very low adoption by instructors. Then everyone moves on to the next technology. VR seems to be the next technology, while VWs are the old technology.
Sheila Yoshikawa: I’m perhaps getting a bit off topic, but it seems to me that for institutions that still have a lot of physical campus students, what’s needed is a destruction of most of the existing buildings, so you aren;’t bound by old infrastructure!
Sheila Yoshikawa: lol Dodge so true
Valibrarian Gregg: yes Dodge- some of us can’t understand why- after over a decade- education still doesn’t understand the potential of virtual worlds.
Dodge Threebeards: and sadly no one ask why there is low adoption by instructors and how to address that issue
Marly (Marly Milena): I still see a lot of potential for VW’s for education. Too bad always grabs people and fosters the belief that it is somehow better
Sheila Yoshikawa: @Selby but there is evidently still a desire from people to be together with others physically while they learn – actually i don’t see that going away — ever?
Sheila Yoshikawa: I mean both will happen – more virtual learning
Sheila Yoshikawa: but I predict lol that there will still be people wanting to learn together in a physical environment
Beth Ghostraven: Marly, yes, and educators who have been around for a while tend to feel like we’re bombarded with annual “new things” that our admins say we must try, and that look really familiar
Valibrarian Gregg: well- that was one of the questions in my research study- Factors Contributing to the Adoption of Virtual Worlds…..Two reasons for low adoption rates: it is NOT easy to try virtual worlds (SL) and virtual worlds are still too complex for many people (Takes weeks to get familiar with the interface)
Dodge Threebeards: yes,
Dodge Threebeards: that is why we made it so the instructors never have to come into SL
Ravelli Ormstein: oh, very true
Dodge Threebeards: they just send the students
anthrop Resident: The audience in the virtual worlds is limited
Dodge Threebeards: that got adoption up quite a bit
Valibrarian Gregg: As an educator, I was bombarded with IPAD management and apps, apps, apps- mostly disposable cute content creation
Dodge Threebeards: the students do it for the grade
Sheila Yoshikawa: ;-(
Marly (Marly Milena): This could be solved by having assigned mentor instructors and self-guided orientation centers known by all educators (like the one we have on Inspiration Island)
Dodge Threebeards: nods, they are out there
Sheila Yoshikawa: OK
ThinkererSelby Evans (Thinkerer Melville): I think a main objective of college level education is to get the adolescents out of the house (parent’s view) and to get away from the home restriction (teen view)
Dodge Threebeards: i just send people to them, not try to make our own
Valibrarian Gregg: yes- and also solved by educators working together- not in isolation
Marly (Marly Milena): That is wise, Dodge
Sheila Yoshikawa: what do you think of the other things that are identified as important developments in the report
Sheila Yoshikawa: Time-to-Adoption Horizon: One Year or Less
– Analytics Technologies;
– Makerspaces
Time-to-Adoption Horizon: Two to Three Years
– Adaptive Learning Technologies;
– Artificial Intelligence
Beth Ghostraven: Selby, yes, just as a main objective of K-12 ed is to supervise child care
Sheila Yoshikawa: Makerspaces – they do seem to be popular
Sheila Yoshikawa: I’m not sure they mention making in virtual worlds
ThinkererSelby Evans (Thinkerer Melville): The Maker education movement has much in common with virtual worlds. They both could benefit from knowing more about each other. Here is introductory information about each.
Sheila Yoshikawa: but Minecaraft seems to me a makerspace
ThinkererSelby Evans (Thinkerer Melville): https://virtualoutworlding.blogspot.com/2017/11/2017-edu-maker-movement-and-potential.html
Beth Ghostraven: with makerspaces I think the “maker” mentality is even more important than the actual spaces
Valibrarian Gregg: Makerspaces was the buzz word for librarians for the past 5 years— but as a librarian- I always saw my library as a makerspace anyway! nothing really changed
Sheila Yoshikawa: Thanks selby
Sheila Yoshikawa: lol yes Val
Sheila Yoshikawa: it seemed like the main thing was, you acquired a 3D printer
ThinkererSelby Evans (Thinkerer Melville): https://virtualoutworlding.blogspot.com/2018/01/edu-ima-ww-scenegate-updating-straw-man.html
Marly (Marly Milena): All my spaces are Maker spaces!
Valibrarian Gregg: yes!! Minecraft IS a makerspace and my 5th grade Minecraft project was one the best experiences I contributed as a librarian
Ravelli Ormstein looks up ‘Makerspace’
Sheila Yoshikawa: I remember my primary school being a makerspace! glue and cardboard etc
Beth Ghostraven: we started ours with paper and colored pencils :o)
ThinkererSelby Evans (Thinkerer Melville): A straw-man model for a virtual world viewer was presented with the objective of eliciting comments and suggestions for improvement. Comments and suggestions are here used to produce a more refined model. This article is explicitly licensed as public domain.
Marly (Marly Milena): But the emphasis is on the maker, and the technology is simply one tool
Sheila Yoshikawa: but it HAS been less of a thing at university
Valibrarian Gregg: and I had legos in my library (Minecraft is 3d legos sort of and more!)
Sheila Yoshikawa: sometimes because students see it as childish
Sheila Yoshikawa: yes actually my colleague uses lego as a central thing in teaching Masters-level students about metadata and taxonomy
Sheila Yoshikawa: they each get a pack of lego
Sheila Yoshikawa: (which they have to give back, it is so expensive lol)
Dodge Threebeards: i know of one theater prof who had his students do stage designs in SL
Valibrarian Gregg: The DIY (do it yourself) movement help Makerspace become a big thing. Lots of crafty items to choose from……that is simply an art room! What’s in a name….a rose is still a rose
Sheila Yoshikawa: yes
Sheila Yoshikawa: just picking out one of the other items in that list “- Adaptive Learning Technologies;”
Sheila Yoshikawa: I think that is technology adapting learning to the individual learner
Valibrarian Gregg: I get a bit tired of the NOMENCLATURE argument! Libraries have been changed to : resource center, media center, learning commons, makerspace….and on and on
Marly (Marly Milena): And here, I have set up one of the little islands Sheila gave us a few weeks ago and it has all sorts of shapes for people to get inspired by.
Valibrarian Gregg: I still need to visit that, Marly! I hated to miss that day!
Marly (Marly Milena): I am going to offer a session to this group later
Sheila Yoshikawa: yes @Val partly I cynically would say people want to make their mark and so rename things and badge them as new…..
Beth Ghostraven: Marly, did you get the access that you need?
Marly (Marly Milena): No, not yet
Marly (Marly Milena): It belongs to someone else, not Sheila. Hoping to get it somehow
ThinkererSelby Evans (Thinkerer Melville): Stage design and blocking with models has a history Both “blocking” and “block” were applied to stage and theater from as early as 1961.[2] The term derives from the practice of 19th-century theatre directors such as Sir W. S. Gilbert who worked out the staging of a scene on a miniature stage using blocks to represent each of the actors.[3] (Gilbert’s practice is depicted in Mike Leigh’s 1999 film Topsy-Turvy.)[4]
Sheila Yoshikawa: yes, they were innovators, Gilbert & Sullivan & their producer
Marly (Marly Milena): I went to the Max Rhinehart Institute in Austria some years ago. There were fabulous miniature stage sets of all his work in the early 20th century
Sheila Yoshikawa: I think their theatre, the Savoy, was the first to use – was it gaslight or electric light
Sheila Yoshikawa: one of the two lol
Sheila Yoshikawa: random half-remembered facts
Sheila Yoshikawa: So I will put myself back on topic
Sheila Yoshikawa: there are also
Sheila Yoshikawa: Solvable Challenges: Those that we understand and know how to solve
– Authentic Learning Experiences;
– Improving Digital Literacy
Sheila Yoshikawa: So
Sheila Yoshikawa: I wonder if those challenges ARE ones we know how to solve
Sheila Yoshikawa: ?
Sheila Yoshikawa: That is the Horizon report saying we know how to make learning authentic and everyone digitally literate
Marly (Marly Milena): How do they define ?
Sheila Yoshikawa: Personally i would say even if we know how it might be done, doing it is another matter
Sheila Yoshikawa: authentic is supposed to be that it is like real world problems
Sheila Yoshikawa: and activities
Valibrarian Gregg: Perhaps another way to say “authentic” would be “accurate and relevant with critical thinking required”
Marly (Marly Milena): All the education at Antioch College is geared toward students solving real world problems through their studies and their coop jobs!
Marly (Marly Milena): (my alma mater)
Valibrarian Gregg: Improving digital literacy is part of digital citizenship—- or another way to put it is ‘information literacy in digital culture” l – meaning reading and writing are no longer top dog
Sheila Yoshikawa: (From the report “Authentic learning is an umbrella term for several important pedagogical strategies that seek to immerse learners in environments where they can gain highly practical, lifelong learning skills; these strategies include vocational training, apprenticeships, scientific inquiries, and course projects situated in the community”
Sheila Yoshikawa: Yes, @Marly, that always sounds a good place
Sheila Yoshikawa: @Val, the Horizon Report has almost got to mentioning infolit a few times, but it always drags itself back to digital literacy
Marly (Marly Milena): I don’t want the arts to get lost in these pursuits; the more they can be incorporated, the better, IMHO
Valibrarian Gregg: yes- digital literacy is “part” of information literacy- the bigger umbrella term. Many people like to use digital literacy because it sounds more high tech…..I would say information literacy includes ALL formats (not only digital)
Ravelli Ormstein: BEEP
Sheila Yoshikawa: I was going to type in the Big block of text I put in the notecard about educators
Sheila Yoshikawa: so the report said
Sheila Yoshikawa: “”Educators are increasingly expected to employ a variety of technology-based tools, such as digital learning resources and courseware, and engage in online discussions and collaborative authoring. Further, they are tasked with leveraging active learning methodologies such as project- and problem-based learning. This shift to student-centered learning requires instructors to act as guides and facilitators. Adding to this challenge is the evolution of learning through the rise of competency-based education, which further customizes the academic experience to students’ needs. As these technology-enabled approaches gather steam, many institutions are rethinking the primary responsibilities of educators. Related to these shifting expectations are the implications of societal changes and evolving faculty models, in which an increasing percentage of classes are being taught by non-tenure-track instructors.”
Sheila Yoshikawa: I must say to me that didn’t actually look like much of a role change
Sheila Yoshikawa: except I’m not sure about “evolution of learning through the rise of competency-based education, which further customizes the academic experience to students’ needs”
ThinkererSelby Evans (Thinkerer Melville): New web service is suggested to support teachers in accessing the extensive and growing educational resources of the web. It would be somewhat like library service, a multimedia service, and a student coach in one (portable) computer.
Sheila Yoshikawa: ie I can’t see what the connection is between competency-based and customisation
Valibrarian Gregg: I am reminded that teachers are constantly pressured to use the latest APP- which is not always the best use of their time.
Dodge Threebeards: one of my arguments for sending students to VWs to do activities , is that in 20 or 30 year these are likely to be a major part of the work environment. It is kind of like introducing students to computers in the 1980s.
Sheila Yoshikawa: I think technology is a fantastic support, but whenever students get asked asked what they want more of, it is generally, more contact with a human being teacher
Valibrarian Gregg: Competency-based (to me) means aligned with the curriculum goals and customization would allow teachers to teach authentically – not from a “canned program”?
ThinkererSelby Evans (Thinkerer Melville): Teacher’s web assistant: Not a current headline.
But get ready for the future.
We can put virtual museums and art galleries on a browser.
Going there is as easy as going to Facebook.
We can put instructional games in the virtual museums.
Anyone can go there.
Future:
Docents, multimedia helpers can be there.
Students can go there and talk to anyone there.
Sheila Yoshikawa: (not necessarily face to face physically, but interacting in some way with a human teacher)
Beth Ghostraven: Dodge, yes–and even though learning about punch cards in the 80s is useless now, the valuable part was learning programming concepts, which still very much apply
Dodge Threebeards: nods
Valibrarian Gregg: yes! Interacting with a human teacher is essential (and one of the drawbacks of a thousand students in a MOOC)
Sheila Yoshikawa: just scrolling back to read – yes Dodge, agree
Dodge Threebeards: some of my best interactions with students were in SL. They are less afraid to talk to my avi than to me in my office
Valibrarian Gregg: Dodge- I like your idea of educators sending students inworld….and that the teachers need not come with them!
Dodge Threebeards: you will seldom get instructors comfortable enough in SL to interact with students
Dodge Threebeards: i gave up and tried something different
Beth Ghostraven: I think that’s what I’m going to do in my library–offer centers for students to use VWs in curriculum, and teachers can send small groups to me
ThinkererSelby Evans (Thinkerer Melville): Competence-based instruction, separates instruction from evaluation — so lets students choose the method that works best for them
Valibrarian Gregg: I wonder how we could offer services and programs to students- say at the Community Virtual Library?
Sheila Yoshikawa: yes some of us take to it (I found I got to know more about my students through meeting them in SL as well, a different side of them, and they a different side of me)
Valibrarian Gregg: We used to get a lot of students- but that was when more teachers were exploring SL
Dodge Threebeards: i get instructors to send students to SL when that solves one of the instructor’s problems, like they need a make up lab
Sheila Yoshikawa: sounds good @Dodge
Dodge Threebeards: so think how SL can make the instructor’s job easier
Dodge Threebeards: and work on developing that
Sheila Yoshikawa nods
ThinkererSelby Evans (Thinkerer Melville): Teacher’s web assistant brings museums, aquariums, web cams virtual worlds, libraries, games, and challenges
Valibrarian Gregg: I would like to see educators send students to our Digital Citizenship Museum– since so many are now aware of the critical need for DC (Schools can get certified from Commonsense Media)
Valibrarian Gregg: yes Thinkerer
ThinkererSelby Evans (Thinkerer Melville): What kind of assistants?
Trained teacher’s assistants
Librarians
Educational sources: videos, articles, textbooks online.
Web-based resources: Museums, art galleries, zoos, aquariums, etc.
Subject matter experts
Artificial intelligent sources as they become useful
ThinkererSelby Evans (Thinkerer Melville): How does this work?
The web assistant is a web page, accessed in a browser.
The user arrives in a virtual world with options to choose specific help
Or ask the librarian who will arrive soon if the user makes no choice.
Students can go there at school if they have a computer.
Teachers could show it to classes if they have a class-sized screen.
Anyone can access it with a computer at home.
Valibrarian Gregg: We have a plan to get an AI to serve as a librarian at our ref desk 🙂
Dodge Threebeards: we have a question sheet the students submit to their instructor for a grade, after visiting the activity in SL, they should be able to answer the questions
Ravelli Ormstein: what kind of questions are on this sheet, if I may ask?
Valibrarian Gregg: wonderful Dodge
Beth Ghostraven: Hi Elli!
ThinkererSelby Evans (Thinkerer Melville): 4 minutes
Sheila Yoshikawa: thanks Selby
Dodge Threebeards: well these are biology activities , so questions about the specific biology they are interacting with
Ravelli Ormstein: ah, ok
Valibrarian Gregg: welcome Elli
Elli Pinion: Hi Val! Sorry I’m slipping in at the end.
Sheila Yoshikawa: I’m afraid we are just finishing!
Sheila Yoshikawa: there is a notecard in the box on the table if you click it
Elli Pinion: My apologies, I figured.
Elli Pinion: TY!
Sheila Yoshikawa: Well thanks everyone
Sheila Yoshikawa: for the discussion today
ThinkererSelby Evans (Thinkerer Melville): We always have a transcript
Valibrarian Gregg: Question- regarding the Horizon Report— Do you all agree that virtual worlds should be a category of Virtual Reality?
Ravelli Ormstein: thank you for hosting, Miss Yoshikawa
ThinkererSelby Evans (Thinkerer Melville): Val — yes
Ravelli Ormstein: no, Mr Gregg
Dodge Threebeards: yes, i could support that
Sheila Yoshikawa: @Val except that I don’t think that VR always fits the criteria of a virtual world
Sheila Yoshikawa: e.g. persistence
Sheila Yoshikawa: so I would say they overlap
Valibrarian Gregg: Ravelli- you think virtual worlds are “outside” of VR?
Dodge Threebeards: they are different types of virtual experiences
Valibrarian Gregg: in a venn diagram, Sheila, I have trouble picturing what part of virtual worlds is OUTSIDE the VR circle?
Valibrarian Gregg: I mean, We are virtual right now around this table
Sheila Yoshikawa: yvw Ravelli
Marly (Marly Milena): Possibly the reverse: Virtual Worlds would be the umbrella title and Virtual Reality Technology would be one branch of that
Valibrarian Gregg: I am simply not wearing a headmounted display
Valibrarian Gregg: A viewmaster (toy) is VR too
Dodge Threebeards: i like that Marly
Ravelli Ormstein: VR is something much smaller than VW, it mainly describes the way how it get accessed (those VR helmets) and that there are single experiences one can enjoy. but a VW is a big world. A VW could theoretically contain VR experiences. We just have to build it.
Sheila Yoshikawa: the bit about persistence of the world, that it is shared, also I seem to remember that it has some connection to the rules of the physical world
ThinkererSelby Evans (Thinkerer Melville): From an educator’s standpoint, I don’t care what you call them I care how well they work for education
Sheila Yoshikawa: lol well said Shelby
Ravelli Ormstein: VR ‘feels’ to be bigger, because of its omni-presence in mass-media
Marly (Marly Milena): Ravelli, we are seeing eye to eye!
Valibrarian Gregg: good ideas- I would like to see a chart that represents VR, AR, MR and most importantly VW!!!
Marly (Marly Milena): And Val is a woman, not a man! Hee hee
Sheila Yoshikawa: Our time is up!
Valibrarian Gregg: My husband is Mr Gregg LOL
Sheila Yoshikawa: Thanks again for your contribution
Ravelli Ormstein: I predict (!)… VR and VW will melt together one day
Valibrarian Gregg: Thank YOU Sheila and all
Valibrarian Gregg: agreed Ravelli
Elli Pinion: As would I, Val.
Dodge Threebeards: thank you for leading the discussion
VWER - Virtual Worlds Education Roundtable 